We offer a wide range of subjects at The Grange Sixth Form, all taught by expert teachers, with an average class size of eight and enough choice to allow students to go on and pursue their desired subject at university.
Students typically study three A levels but can study four. If three are chosen, students will also study an additional course, which isn’t an A level qualification, over one or two years, such as our Extended Project Qualification or a new GCSE.
The Art A level concentrates on the development of research skills that work alongside the continual acquirement of practical skills that aid visual communication, Students are required to design and develop their own personal programme for learning, with staff ensuring that they meet the required assessment objectives.
Examination board - EDUQAS
The A level is split into 60% coursework that is internally set and moderated with an external set assignment worth 40% that is also externally moderated.
All work is then externally moderated at the end of the course.
Students who are considering a career in the visual arts or design would benefit from studying a second visual subject such as Graphics or Textiles. This gives students the best possible opportunity to produce portfolio of the highest standard required for the vast majority of degree course applications.
Where possible students have the opportunity to exhibit outside school. We have previously worked with the Ellesmere Port Boat Museum, exhibited at the annual Chester Arts Fair, the Vermillion Gallery in Knutsford and at The Simply Cheshire event at Arley Hall.
The department has excellent examination results each year, with previous student Rachel Glover winning the student prize at the Chester Arts Fair and The Simply Cheshire second prize overall, competing against over 40 professional Artists and Designers.
Students go on to achieve great success studying Art, Fashion, Textiles and Architecture at some of the best establishments in the world, let alone the UK.
Key topics on A Level specifications:
Students wishing to take the subject further than A Level are advised to consider Chemistry as
another A level subject. Other options that combine well with Biology include Physics, Maths and
It is recognised that there will also be students for whom Biology will be the only science studied. These pupils should find the course to be a fulfilling and worthwhile challenge in its own right.
For those wishing to study a biological science at university, the choice of subject is huge; Biochemistry, Biology, Biotechnology, Cell Biology, Ecology, Environmental Sciences, Genetics, Human Biology, Immunology, Marine Biology, Medicine, Microbiology, Molecular Biology, Nutrition, Pharmacology, Physiology, Psychology, Plant Science, Sports Science and Zoology are some of the most popular options.
Successful study will open up a whole world of careers; Animal Scientist, Conservationist, Dentist, Dietician, Diver, Ecologist, Forensic Scientist, Marine Biologist, Medic, Patent Lawyer, Pharmacologist, Psychologist, Psychiatrist, Science Journalist, Research Scientist, Veterinary Scientist or even Teacher!
All Lower Sixth students will be invited to enter the British Intermediate Biology Olympiad and Upper Sixth students compete in the British Biology Olympiad.
There is a Biological Expedition every other year. Recent expeditions have visited Borneo, Galapagos and the Amazon, South Africa, Mexico, Egypt and Honduras.
Sixth Form students are encouraged to help with the organisation and running of Biology Club and our David Attenborough video club, ‘Dave’. Other competitions that Sixth Form students have entered in recent years include the Nancy Rothwell Prize for anatomical drawing, The Price Philip Award and Marsh Prize for zoological research.
All Lower Sixth biologists are encouraged to attend the annual field trip to the English Lake District in June. Studies include sand dune succession, oxygenation in a mountain stream, zonation on a rocky shore and heathland management.
The study of Business at A level involves looking at the key functional areas of a business. These areas include finance, human resources, marketing, operations as well as assessing the impact of the external environment on a business. For example, how will Brexit affect a business and will all businesses face the same issues? Business at A level is about assessing a business’ current situation, where it wants to go and analysing and evaluating the strategies it could follow in order to achieve its aims and objectives.
We follow the AQA Business specification. The core topic areas are:
Students should have an enquiring and analytical mind. They should be able to write fluently and have a good level of numeracy ability. Students should also have a keen interest in what is happening and why in the world of business. Through the study of business a student will develop analytical and evaluative skills. They will be able to take the business tool-kit of ideas and theories and apply these to a variety of situations.
Many of our students have gone on to study Business Management at degree level or have studied areas of business such as marketing, accounting or operations management related degrees. A qualification in a business related subject signals to employers that the student has both analytical and evaluative skills and is able to provide a balanced approach to problem solving.
Exam Board: OCR Chemistry A
Key topics on A Level specification
Organic Chemistry: Moles, Alkanes, Alkenes, Haloalkanes, Amines, Arenes, Carbonyls, Carboxylic Acids, Esters, Analysis.
Physical Chemistry: Atomic Structure, Bonding, Redox, Kinetics, Equilibrium, Thermodynamics, Acids and Buffers, Electropotentials, Transition Metals
The course aims to:
Three examinations at the end of Year 13:
All papers contain questions related to practical chemistry. Papers 1 and 2 contain some multiple choice questions.
In addition, students can receive Practical Endorsement. This is awarded if the student completes compulsory practical tasks over the two years of study and demonstrates the necessary skills.
Maths and other Sciences, Languages - degree course which have a year abroad will link the two, Geography
What do students go on to study at University?
Cambridge Chemistry Challenge
Sessions run throughout the year to prepare for a fiendishly difficult examination at the end of Lower Sixth. The exam is set by Cambridge University and requires students to apply their knowledge to novel questions.
Sessions run throughout the year to prepare students for the International Chemistry Olympiad examination in February.
An opportunity for Lower Sixth students to visit a local university to complete an organic synthesis and analyse their product using spectroscopic techniques.
Students study three modules in this course. The foundational module is ‘The World of the Hero’, where students will study Homer’s Greek Epic, The Iliad and Virgil’s Roman Epic, The Aeneid. The second module is entitled, ‘The Greek Theatre’ and we study two Tragedies: Sophocles’ Oedipus Rex and Euripides’ The Bacchae as well as Aristophanes’ Comedy, The Frogs. The third module is entitled ‘Politics of the Late Republic’ and students study Roman politics largely through selected works of Cicero. All modules make use of primary sources and study literature and politics in their historical, social and political contexts.
Component 1: The World of the Hero
A compulsory component consisting of an in-depth study of:
Assessment - written paper, 2 hours 20 minutes, 40% of A level
Component 2: Culture and the Arts
Students must choose one component from the group below;
Assessment - written paper, 1 hour 45 minutes, 30% of A level
Component 3: Beliefs and Ideas
Students must choose one component from the group below;
Assessment - written paper, 1 hour 45 minutes, 30% of A level
Students do not need a GCSE in Classical Civilisation in order to study this course. Studying the A Level in Classical Civilisation will encourage learners to:
A Level Classical Civilisation goes very well with A Level English Literature, History, Philosophy and Religious Studies. It is also a popular course for students of the sciences who want a great variety of material and skills from just one course.
An A Level in Classical Civilisation is valued by university admissions tutors and employers because they know it requires a wide range of skills and covers a breadth of disciplines, including literature, history and philosophy. Graduates of Classical Civilisation, often called ‘Classical Studies’ or ‘Ancient World Studies’ at university, typically go on to careers in Civil Service (Fast Stream), law, human resources, academia and education, politics, archiving, museum management and accountancy.
There are opportunities for extension: The North West Latin, Greek and Classical Civilisation Reading Competition is a popular event. We are also hoping to take our students on trips to various museums and study days. Also, the department runs a residential trip to one of Italy, Greece or Southern France biennially.
We are living in the midst of a revolution powered by computers. This revolution has brought changes to all aspects of society. AQA have worked closely with universities and industry to develop this new A level specification.
Computer Science can provide a student with the necessary education to innovate in extraordinary ways. Computer technology is at the heart of many endeavours to make a meaningful difference in the world, whether through scientific research, medical advances, helping disabled people lead more fulfilling lives, improved communication and transportation or many other areas. These advances generally happen not by applying existing technology to a new problem, but by collaborating with experts in other fields and developing innovative solutions.
Computational thinking can bring careful, logical approaches to problem solving and an understanding of the power of abstraction to many fields of human endeavour. The ability to think logically and to develop solutions is applicable even if one does not ultimately write those solutions in a programming language.
The AQA A Level specification in Computer Science encourages students to develop:
Paper 1 - Assessed
Paper 2 - Assessed
Non- exam assessment - Assessed
The computing practical project
The project allows students to develop their practical skills in the context of solving a realistic problem or carrying out an investigation. Students have the opportunity to work independently on a problem of interest over an extended period, to improve their programming skills and deepen their understanding of computer science.
The most important skill that should be assessed through the project is a student’s ability to create a programmed solution to a problem or investigation. This is recognised by allocating 42 of the 75 available marks to the technical solution. A lower proportion of marks is awarded for identifying a problem, analysing it and designing a solution or plan for further investigation, testing and evaluation.
A Level Drama and Theatre Studies can lead on to further study in drama as well as in many other subjects. The course is a good preparation for students who would like to pursue a career in the arts but it will also help you to develop ‘life skills’ that are needed in a wide range of careers. The practical element of the course will help you to become more confident; it will promote team-building and communication skills, as well as being a lot of fun.
Students enjoy the fact that drama entails working creatively and in pairs or groups and you will discover that there is a lot of satisfaction to be had out of presenting your work to an audience, whether you are interpreting the work of a successful playwright or devising and presenting your own original ideas.
A minimum of a grade 7 in both GCSE Drama and English is desirable. It is important that you are interested in gaining a greater understanding of how theatre and plays work, that you are keen to be involved with performance and that you are prepared to give up a great deal of your free time for
rehearsals and theatre visits. This course demands practical, creative and communication skills in almost equal measure. You will extend your ability to create drama and theatre, both in a performing and a production role. You will be required to write about plays, theatre practitioners and you own work and to develop your powers of analysis to become an informed critic. The course will involve taking part in drama productions and theatre visits as well as studying plays and playwrights.
You need to be curious about issues and ideas and have a creative instinct for communicating your views through the medium of drama. You will be keen on acting, writing and the visual and technical side of theatre. Equally you will be interested in going to the theatre to see plays performed by different theatre companies and participating in workshops led by professionals from the world of theatre.
There are three components:
DRAMA AND THEATRE – this is a written component and will be examined by a three-hour examination at the end of the course. You will 3 answer questions: one on each of the two set texts that we will study and one on the work of live theatre productions seen over the two years. At present, we are studying Hedda Gabler by Henrik Ibsen, The Glass Menagerie by Tennessee Williams and Antigone by Sophocles. This open book examination will be worth 40% of the A Level.
CREATING ORIGINAL DRAMA – this is a practical component. You will work in groups to create a piece of devised drama. Your piece must have by influenced by the methodologies of a prescribed theatre practitioner. Alongside this you will compose a working notebook. This component will be worth 30% of the A Level.
MAKING THEATRE – this is also a practical component. Over the two years you will practically explore and interpret three extracts, each taken from a different play. You will perform your third extract to a visiting examiner and this, along with a reflective written report which analyses and evaluates your theatrical interpretation of all three extracts, will be worth the final 30% of the A Level.
Economics is a social science that addresses the problem of how to allocate scarce resources to the unlimited wants of society. Through the use of supply and demand theories we can then look at ways to solve many problems that we face. For example, dealing with pollution, obesity, health care as well as addressing issues such as inflation, unemployment, economic growth and globalisation.
In the current climate of Brexit a sound knowledge of economics will stand any student in good stead.
We follow the AQA Economics specification. The core topic areas are:
Individuals, firms, markets and market failure
The national and international economy
Assessment is by written examination. There are three 2 hour papers:
Students should have an enquiring and analytical mind. They should be able to write fluently and have a good level of numeracy ability. Students should also have a keen interest in what is happening to both the UK and global economy.
Through the study of economics, a student will develop analytical and evaluative skills. They will be able to take the economist’s tool-kit of ideas and theories and apply these to a variety of situations.
We have had a number of students who have gone on to study Economics at degree level or have studied Economics alongside another related subject. A qualification in Economics signals to employers that the student has both analytical and evaluative skills and is able to provide a balanced approach to problem solving. Students with a degree in Economics are amongst the highest graduate earners finding employment in a wide variety of occupations.
We follow the AQA A Level English Literature A specification. This course offers clear progression from GCSE.
The AQA English Literature A Level enables students to study literature through the lens of historicism, encouraging the independent study of a range of texts within a shared context, for example ‘Modern Times: Literature from 1945 to present’. This unifying approach facilitates the inclusion of a range of wider reading, thus extending students’ experience and appreciation of literature.
The variety of assessment styles used, such as passage-based questions, unseen material, single-text questions, multiple-text questions, open and closed book approaches, allows students to develop a wide range of skills: the ability to read critically, analyse, evaluate and undertake independent research which are valuable for both further study and future employment.
Paper 1: Love Through the Ages Set Text: Othello (Shakespeare)
Set Text: The Great Gatsby (FS Fitzgerald) Assessment - written exam: 3 hours
Paper 2: Texts in Shared Contexts Modern Times: Literature from 1945 to present.
Set Texts: A Streetcar Named Desire (T Williams); The Handmaid’s Tale (M Atwood); modern poetry text Assessment - written exam: 2 hours 30 minutes
Non- Examined Assessment (coursework)
Comparative critical study of two texts, at least one of which must have been written pre-1900
One extended essay (2500 words) and a bibliography.
Assessment - 50 marks 20% of A Level assessed by teachers, moderated by AQA
Students are issued with a wider reading list and are encouraged to read a range of texts from major authors such as Thomas Hardy, Emily Bronte, Jane Austen, Henrik Ibsen, George Orwell as well as other texts by the writers of the set texts they are studying. They are also encouraged to engage with critical readings of their set texts.
The department offers a range of enrichment opportunities including: theatre visits, conferences, trips, Literary Society.
Why Study English Literature at A level?
Students who opt to continue their study of English Literature at A Level do so with a diverse range of A Level subjects such as History, Politics, Graphics, Drama, Languages, Sciences and Mathematics.
As well as developing a knowledge, love and appreciation of literature and an understanding and empathy of different social, cultural and historical contexts, English Literature develops the skills of critical reading, analysis, evaluation and communication- such as the ability to construct a sophisticated written argument using precise and accurate written expression.
A Level English Literature is an academically challenging qualification and the desirability of the skills that this subject develops means that an A Level in English Literature is highly regarded by employers and by universities for all undergraduate courses.
For the Extended Project Qualification (EPQ), students undertake a piece of research on a topic and question of their own choosing. The project will result in a final product, which can be either an ‘essay’ on a question of their choosing or an ‘artefact’, e.g. a machine, a piece of art, a play, a piece of music, dance, etc. The projects must not overlap too much with modules they are studying in their other A levels. The EPQ is worth half an A level and is awarded 28 UCAS points.
Students do not need any prior experience of research in order to study this qualification. In completing the EPQ, students will:
The EPQ goes well with any subject since it develops research skills in any field in which students are particularly interested. All of the skills gained are transferable.
There are three elements that the students are marked on:
Students with an EPQ gain an excellent grounding in the research skills necessary for university study and for that reason it is a valuable addition to any CV. Indeed, some leading universities will make alternative offers to students undertaking an EPQ. It is not geared towards any specific career but it is recognised by employers who value the commitment and considerable skills required to undertake and complete a piece of extended research.
The EPQ offers valuable opportunities to gain presentation skills, which are an increasingly frequent feature of university education and certain careers such as medicine, law, education and academia, marketing and banking.
The French A level course builds on the knowledge and skills gained at GCSE, focusing on language, culture and society. The content is suitable for students who wish to progress to further study, including a modern languages degree. The approach is a focus on how French-speaking society has been shaped socially and culturally and how it continues to change.
In the lower sixth, aspects of the social context are studied, together with aspects of the artistic life of French-speaking countries. In Year 13 further aspects of the social background are covered, and the positive influences that diversity brings. Students also study aspects of the political landscape in a French-speaking country, looking at immigration from the political perspective and at the way in which political power is expressed. They also explore the extent to which teenagers are politically engaged and the future of political life in French-speaking society.
Individual Research Project:
Students must also identify a subject or a key question which is of interest to them and which relates to a country or countries where French is spoken. They must select relevant information in French from a range of sources including the internet. Students will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings, in order to present and discuss them in the speaking assessment.
Students may choose a subject linked to one of the themes or sub-themes or to one of the works. However, students must not base their research on the same text or film that they refer to in their written assessment.
Listening, Reading & Writing - 40% A level, (160 marks), 2 hours 30 mins.
Writing - 30% A level, (90 marks), 2 hours.
Speaking - 30% A level, (60 marks), 21 – 23 minutes.
Further Mathematics A Level is offered in conjunction with Mathematics. This combination forms two of your four option choices.
What the Further Mathematics course is not, is simply more mathematics at a similar level to the single subject A Level. Having gained a working knowledge of the essentials, you go on to study pure mathematics in much greater depth. You will learn advanced techniques in areas such as integration and matrix theory which are fundamental to physics and engineering at degree level and beyond. You will look at a wide variety of mathematical applications, from how to model the behaviour of elastic strings and springs to the theory behind linear regression. More time will be spent in proving results and you will learn to think creatively and to look for elegance. The interconnectedness of seemingly unrelated topics, which is one of the things that gives mathematics its beauty, will start to become much more apparent.
At The Grange, throughout the two years you are taught completely separately from single subject mathematicians. You will work towards the equivalent of a full A Level in Mathematics in the L6, before tackling the Further Mathematics course in the U6. The Further Mathematics course is 50% Pure, 25% Mechanics and 25% Statistics.
At the end of the Year 13, in addition to your A Level Mathematics papers, you will sit four equally weighted papers of 1 hour 30 minutes. Two of the papers will examine the pure content, one mechanics and one statistics.
Calculators are permitted in all papers.
Why Study Further Mathematics?
Many students take Further Mathematics simply because they enjoy mathematics for its own sake and thrive on intellectual challenge. It is quite usual for Further Mathematicians to complete full A levels in all four of their subjects, so choosing it need not restrict the breadth of your Sixth Form studies in any way. It is also possible to drop one of your two non-maths options at the beginning of the U6.
You will want to take Further Mathematics if you are considering a degree course in mathematics or a closely related subject. Not only will some universities expect you to have taken it given that it is offered at The Grange, but, unlike single subject Mathematics, it will give you a realistic flavour of what mathematics at university entails.
If you hope to read physics or the physical branches of engineering at universities such as Oxford, Cambridge and Imperial College, studying Further Mathematics will improve your chances of gaining a place. Further Mathematics (as one of four A Levels) is also strongly preferred for some of the most competitive economics courses, such as that at LSE. If you have a particular direction in mind at this stage, check the specific course requirements.
Is Further Mathematics the right choice?
The pace in the Further Mathematics set is fast and you will need to reach A Level standard by the end of the L6. In addition to the requirements for single subject Mathematics, you must be capable of picking up ideas quickly and of thinking on your feet. Discussing your suitability with your current teacher is therefore crucial.
You do not need to have studied any additional mathematics qualifications beyond IGCSE/GCSE Mathematics.
Students must do a minimum of four days’ fieldwork during the course.
In the October of the Lower Sixth there will be three-day residential field trip (cost of around £220) to York and Scarborough assessing flood hazards in York and coastal erosion and management Selwick Bay, Hornsea and Mappleton.
An additional day visit to Manchester will take place and students are then expected to collect data for their project over the summer holidays.
A long haul holistic trip is organised every 2 years in conjunction with the Art department. We recently visited New York, Niagara and Toronto.
Skills developed during this course:
Geography and Further Education
Between 1997 and 2018, one-third of all student studying A Level Geography have continued to study the subject, or a closely related subject to degree level.
The A level course builds on the knowledge and skills gained at GCSE, focusing on language, culture and society. The content is suitable for students who wish to progress to further study, including a modern languages degree. The specification has been designed to be studied over two years. The approach is a focus on how German-speaking society has been shaped socially and culturally and how it continues to change.
In Year 12, aspects of the social context are studied, together with aspects of the artistic life of German-speaking countries.
In Year 13 further aspects of the social background are covered, this time focusing on matters associated with multiculturalism. Students also study aspects of the political landscape including the future of politics in the German speaking world and political engagement of young people.
50% A level, 2 hours 30 minutes (100 marks) Listening, Reading & Writing
30% A level, 21 – 23 minutes (60 marks)
Individual Research Project:
Students must also identify a subject or a key question which is of interest to them and which relates to a country or countries where German is spoken. They must select relevant information in German from a range of sources including the internet. Students will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings, in order to present and discuss them in the speaking assessment. Students may choose a subject linked to one of the themes or sub-themes or to one of the works. However, students must not base their research on the same text or film that they refer to in their written assessment.
What kind of skills will I develop whilst studying German?
What can I do with my A level?
Many of our A level students go on to study German in some format at University, either as their main subject focus or at a subsidiary level, for example, alongside History. There are many courses out there that offer German alongside another subject and there are also opportunities to gain a work placement in Germany.
What about my career?
Apart from the more obvious choices of Teaching, Translating and Interpreting, Diplomatic Service and working for the British Council, there is a wide range of Career options available to you from Journalism to Marketing, Law, Advertising and many more in a wide range of industries where communication and language skills are essential. You will have skills in language manipulation, analysis, interpreting and research. These skills are highly transferable.
Visual communication is driven by innovation, technology and creative thinking. Recent years have seen a dramatic change in the way society interacts and communicates; graphic design is at the heart of these developments. This course has been designed to enable students to experience a broad range of design and communication theory and practice and to help them to understand the relationship between designing, materials, processes and manufacture.
Students are required to work in one or more areas of Graphic Design, such as those listed below. They may explore overlapping areas and combinations of areas.
The first year of the course is aimed at developing a wide range of analytical, technical and conceptual skills in preparation for the assessed units, which are undertaken in the second year.
The first of these units is called the ‘Personal Investigation’, which provides students with the opportunity to devise and organize a personal project, focusing upon whichever concepts, styles and techniques they see fit.
The second unit is set by the exam board and requires the student to respond to one of seven broad starting points or briefs, and will culminate in 15 hours of supervised time.
Both units are assessed internally, and moderated by the exam board (AQA).
The first unit is worth 60% of the marks at A level and the second unit is worth 40%.
Why study Graphic Design?
Visual communication permeates all aspects of our cultural and professional lives. The means by which this communication is achieved is a fascinating area to study and the skill required to produce such work is highly sought after. This course is suitable for students who want to study any of the design disciplines at a higher level - including many of those emerging degree courses that combine maths, science and design such as product design, animation and data imaging – as well as for those who simply want to broaden their A level choices with a subject that deals in creative visual communication.
Graphic Design utilizes and develops lateral thought, practical skills, problem solving and the fluent use of visual language. The course provides the opportunity to work with a range of media and techniques, to study diverse topics and concepts through project work and to gain a contextual understanding of visual communication within industry and society. Students who have studied Graphic Communication have gone on to study a wide range of subjects at university; in addition to the purely visual language and design orientated courses they have also pursued careers in medicine, law, dentistry, geography, business, advertising and philosophy.
In the first year, the department sets a variety of projects covering photography, print media, film & animation and digital media. These are often supported by skills based workshops, educational visits and live project links with working design agencies. Students are expected to generate independently their own ideas.
History provides students with an excellent range of skills including those of analysis, synthesis and communication. The nature of the subject teaches students to present coherent and effectively argued evaluations of historical problems, taking advantage of up to date research and developing their own powers of judgment. History isn’t a subject that’s stuck in the past; far from it. Historical events are what have shaped society worldwide into what it is today.
An A Level in History gives you knowledge and skills which will prepare you for higher education, and which are also useful in any career. Students who specialise in history can go on to become historical researchers, work in heritage organisations or become teachers but history also supports other career paths, like journalism, politics, law, social work and public services.
In the AQA syllabus A Level students must take assessments in all three of the following components:
What can you expect from studying History at A level?
In addition to the further language studied, students are also required to read original prose and verse works of various Latin authors. For the examinations in 2020, the students will read selections of either one or two of the following texts: Cicero’s Philippic II; Tactius’ Histories or Apuleius’ comic novel, Metamorphoses. For the verse they will read selections of two of the following texts: Virgil’s Aeneid XI; Horace’s Satires and/or Odes or Ovid’s Amores. These texts give a great taste of ancient Roman literature as written in by some of the greatest and most influential writers the world has known.
A Level Latin goes well with any subject. Its linguistic elements go well with MFL’s; its emphasis on literature, history and philosophy go well with English Literature, History and Philosophy and its logical and computational aspects complement the Sciences and Mathematics.
Students will need a good GCSE in Latin in order to study this course. During the course they will develop the following skills:
It is well known that a Latin A Level is highly appealing to admissions tutors and employers, who recognise the broad depth of study and the many transferrable skills gained from this challenging but rewarding subject. Typically, Classics graduates go on to work in a broad range of jobs, including law; banking and finance; senior Civil Service and academia and teaching. Classics graduates are also among the fastest into meaningful employment within six months of leaving university.
There are opportunities for extension: The North West Latin and Greek Reading Competition is a popular event. We are also hoping to take our students on trips to various museums and study days. Also, the department runs a residential trip to one of Italy, Greece or Southern France biennially.
Whilst the A Level Mathematics course builds on the knowledge gained when studying GCSE, the emphasis is different. Algebra still has a central place, as this is the language in which the subject is expressed, but more importance than before is attached to being able to produce clearly reasoned arguments. You will build up a toolkit of mathematical methods, and you will learn how to become an effective problem-solver. You will make much greater use of technology to explore concepts, to exploit links between graphs and the underlying algebra, and to process data. There will be a greater focus on doing mathematics in the context of real-world problems.
In common with all A Level syllabuses, two thirds of the Edexcel specification is pure mathematics and the remainder applied.
Pure mathematics is the study of mathematical methods for their own sake, and you will gain a grounding in topics such as algebra, calculus (the study of gradients and areas under curves), numerical methods, trigonometry, vector geometry and differential equations. In applied mathematics, you put the techniques you have learnt to use in modelling real life situations: in mechanics you study forces and motion, and in statistics how to use mathematical rules to simplify complex probability calculations and how to analyse sets of data and draw reliable conclusions.
The course is linear, leading to examinations at the end of U6.
Assessment is by three equally weighted written components:
Pure Mathematics 1
Pure Mathematics 2
Section A: Statistics
Section B: Mechanics
Is A Level Mathematics right for me?
As with all A Level subjects at The Grange, our entrance requirement is a minimum of Grade 7 (A) in IGCSE or GCSE Mathematics. It goes without saying that we will do everything we can to help you to achieve the best A Level grade of which you are capable, but it is important to be aware that a student without a Grade 8 or above is likely to find the course very challenging. We would therefore strongly encourage you to do everything you can to achieve as high an IGCSE/GCSE mark as possible.
Your IGCSE/GCSE grade in itself is not a guarantee of A Level success, you also need to seek the advice of your current teacher; they are in the best position to judge whether continuing beyond GCSE is a sensible choice for you and to give you guidance on your likely A Level prospects.
Being a Sixth Form mathematician is not solely about examination preparation: you will also have opportunities to take part in competitions, go on study visits, and work with younger pupils.
We run weekly “Preparation for university Maths” sessions for anyone taking university admissions tests in Mathematics, or simply wishing to challenge themselves well beyond A Level.
A Level Mathematics is an essential requirement not just for further study in mathematics but for most degree courses in physics and engineering, and for many in subjects such as economics, architecture and computing.
An A Level qualification in mathematics is highly regarded by universities and employers as it gives evidence that you are at home with numbers and are a logical thinker.
And so to university... Our Sixth Form mathematicians regularly go on to read Mathematics and related disciplines at top universities, including Cambridge, Oxford, Warwick, Imperial College, Manchester, Bath and Durham. Two former students are currently completing DPhil degrees in Mathematics at Oxford.
We offer a two year AS Mathematics course as one of the 4th option block choices.
The course content - a mix of pure mathematics, statistics and mechanics - is identical to that taught in the L6 year of our A Level Mathematics course.
We recommend that you have achieved a minimum of Grade 7 at IGCSE/GCSE.
Before finalising your choices, discuss your intentions with your current mathematics teacher as they are in the best position to advise you on which option is most suitable.
The AS examinations are taken at the end of the U6. There are two papers (both calculator):
Sections A: Statistics
Section B: Mechanics
Why study AS rather than A Level MathematicsThese papers are set at an AS Level of difficulty (less demanding than A Level).
AS Mathematics is the right choice for you if:
Course Content & Assessment:
Students would normally have completed GCSE music as a pre-requisite to A level, although in exceptional circumstances this is not always necessary.
Part 1: Appraising Music – 40%
Part 2: Performance – 35%
Part 3: Composing – 25%
Whilst there is little preparatory reading for A level music, an aural and historical familiarity with the life and work of named composers featured on the course will stand students in good stead.
Area of Study 1: Western Classical Tradition 1650-1900: Purcell, Vivaldi, Bach, Mozart, Chopin, Brahms, Grieg.
Area of Study 4: Music for Theatre: Kurt Weill, Richard Rodgers, Stephen Sondheim, Claude-Michel Schoenberg, Jason Robert Brown.
Area of Study 7: Art Music since 1910: Dmitri Shostakovich, Olivier Messiaen, Steve Reich, James MacMillan.
Beyond the Course
There is a wealth of enrichment within the Music Department, and A level students are expected to play their part in order to refine their own performing and to develop overall musical awareness. Academic enrichment takes the form of trips to concerts and performances, both in line with course content and master classes from visiting professional composers/conductors/performers. Involvement with the leadership of Junior musical ensembles at The Grange is a key additional opportunity afforded to A level Music students wherever possible.
A level Music students often combine their study with other Arts and critical thinking subjects such as Drama, Design, English, Philosophy and History, or as a complementary subject to more scientific avenues.
Remember! A level Music does not mean Music at university! The set of critical thinking and decision-making skills that come with A level Music are transferable to almost all undergraduate degrees. The course is so much more than simply performing, and students should recognise that the multi-faceted nature of A level Music can often satisfy a range of interests and skills all within one single subject.
A level Music tends to be a high-performing subject. The multi-faceted course means that students can score highly in all areas, whilst making use of the bias of their individual strengths as either a performer, composer or analyst. Coursework marks are often particularly strong.
Those going on to read Music at university or at a conservatoire institution are guided towards the most appropriate course by both the Careers and Music departments. Top destinations include the Universities of Oxford, Durham and York, and conservatoire study at the Royal Academy of Music, the Royal College of Music, the Royal Northern College of Music, and the Royal Welsh College of Music and Drama.
Studying A level Physical Education will give students a fantastic insight into the amazing world of sports performance, through an understanding of the physiological and psychological factors that affect it.
The course offers:
Component 1: Physiological Factors Affecting Performance
Assessment - Written exam: 2 hours (30% of A level)
Component 2: Psychological Factors Affecting Performance
Assessment - Written exam: 1 hour (20% of A level)
Component 3: Socio-cultural and Contemporary Issues
Assessment - Written exam: 1 hour (20% of A level)
Component 4: Performance in Physical Education
Assessment - Non-exam assessment (NEA) - (30% of A level)
A level PE is studied through a range of different contexts which can supplement other A levels. For
There are many universities that recognise the value of academic PE and offer a wide range of Sports Science degrees, including Russell Group Universities.
A level PE can lead onto further education such as:
A Level Physics is excellent for developing a range of skills – ones which are highly valued by employers. The ability to think critically about data, to appreciate the value of evidence and to make simplifying assumptions are all part of the course. In addition, success at A Level suggests strong numerical ability, problem-solving skills and the ability to write accurately about scientific concepts.
Key topics on A Level specification:
Three two hour papers:
In addition, all pupils complete 12 required experiments. On the basis of these, they receive a PASS/ FAIL practical endorsement, though this does not contribute to the final grade.
If you are considering A-level Physics you should look at a recent A Level textbook to gain a flavour of the subject. There are popular introductions to A Level topics such as quantum Physics in the library, and many excellent YouTube channels.
Students studying Physics often study Mathematics, Computing or other Sciences. While Mathematics is not essential, you will need good algebraic skills and the ability to process data accurately. The mathematical demands increase in the second year, where fluent algebra is essential if you are to gain the most from the course.
Physics A Level is a highly regarded qualification, leading to a huge range of possible degrees and careers from IT to law, as well as scientific research. Physics is a useful, though not essential, A Level if you plan to study Medicine, but is vital for degrees in Engineering. Those studying Physics often go on to take degrees in subjects such as Engineering, Physics, Mathematics, Chemistry, Economics and Medicine.
A trip to CERN in Geneva is offered, usually in the spring term. Some pupils also work on Science/ Engineering projects under the guidance of a member of staff.
We run practice classes for the National Physics Olympiad competition. Preparatory classes are provided for the Oxford Physics Aptitude test. Pupils are encouraged to attend Headstart Engineering taster courses, and many do so at the end of Year 12.
At the heart of studying A Level Politics lies an opportunity to address important questions and to learn more about the society in which we live.
A level Politics provides an opportunity to study the British political system, learn about the major political ideologies which have shaped our world and a chance to study comparative politics through the prism of US Politics.
Throughout the course, students are encouraged to think critically, become engaged with the issues that affect them and develop distinct and transferable intellectual skills.
Paper 1: UK Politics – 33% / 84 marks
Paper 2: UK Government – 33% / 84 marks
Paper 3: Politics of the USA – 33% / 84 marks
Politics is a popular choice at The Grange and students enjoy extension opportunities including visits from external speakers, competitions, a visit to the Houses of Parliament, visits to party conferences and participation in the weekly Politics Forum.
Choose Politics if...
You want to study a subject that teaches you more about the world in which we live.
You want to study a subject that complements or even contrasts with your other choices.
You simply want to start a brand new subject.
You want to be able to analyse information and structure clear arguments and develop transferable skills for a range of career opportunities.
You want to become part of our valued A level community
Please consider studying Politics at A level... You won’t regret it!
The OCR Religious Studies A Level allows learners to think rigorously about the fundamental questions in life regarding truth and human understanding. It introduces learners to the academic study of Philosophy of Religion, Ethics and Christian Theology. Students delve into the academic study of some of the world’s greatest philosophers and theologians and examine how their ideas and theories have influenced our western intellectual heritage. The course offers authentic stretch and challenge opportunities with the use of supporting primary materials and a Socratic-style approach to both discussions and examination technique.
Philosophy of religion sees learners study philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They will also explore philosophical language and thought, through significant concepts and the works of key thinkers.
Religion and ethics is characterised by the study of ethical language and thought, with exploration of key concepts and the works of influential thinkers, including Kant, Aquinas, Bentham and Freud. Ethical theory will also be applied to issues of importance; namely euthanasia, business ethics, and sexual ethics.
Developments in religious thought provides an opportunity for the systematic study of Christianity. This will include the exploration of religious beliefs, values, teachings and practices that shape religious identity. Students study how traditions have developed over time and religious responses to contemporary social issues such as gender theology, secularism and Marxism.
Paper 1: Philosophy of religion Exam: 2 hours 33.3% of overall grade Topics Covered:
Paper 2: Ethics Exam: 2 hours 33.3% of overall grade Topics Covered:
Paper 3: Developments in Religious Thought Exam: 2 hours 33.3% of overall grade Topics Covered:
The A level course builds on the knowledge and skills gained at GCSE, focusing on language, culture and society. The content is suitable for students who wish to progress to further study, including a modern languages degree. The specification has been designed to be studied over two years.
The approach is a focus on how Spanish-speaking society has been shaped socially and culturally and how it continues to change.
In the lower-sixth, aspects of the social context are studied, together with aspects of the artistic life of Spanish-speaking countries.
In the upper-sixth further aspects of the social background are covered, this time focusing on matters associated with multiculturalism. Students also study aspects of the political landscape including the future of politics in the Hispanic world and political engagement of young people.
Paper 1: Aspects of Hispanic society, Artistic culture in the Hispanic world, Multiculturalism in Hispanic society, aspects of political life in Hispanic society, Grammar. Assessment - Listening, Reading & Writing, 2 hours 30 mins, 40% A-Level, (160 marks)
Paper 2: One text and one film or two texts from the list set in the specification, Grammar. Assessment - Writing, 2 hours, 30% A-Level, (90 marks)
Paper 3: Individual research project, one of four sub-themes i.e. Aspects of Hispanic society Assessment - Speaking, 21-23 minutes, 30% A-Level, (60 marks)
Individual research project
Students must also identify a subject or a key question which is of interest to them and which relates to a country or countries where Spanish is spoken. They must select relevant information in Spanish from a range of sources including the internet. Students will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings, in order to present and discuss them in the speaking assessment. Students may choose a subject linked to one of the themes or sub-themes or to one of the works. However, students must not base their research on the same text or film that they refer to in their written assessment.
Literary texts and films
In addition to the main topic areas, students must study a film and a text from the following:
Why Spanish is a smart choice?
Why learn a language?
A Nationally recognised qualification in leadership.
Specially designed on an easy to administer framework, the qualification is designed to use sport in order to help young people develop and hone their leadership skills whilst helping themselves and others stay physically active.
The Grange School leadership curriculum aims to ensure that pupils:
Students will have the opportunity to work with young people in the area. We have well established links with Winnington Park and Hartford Primary School. The experiences that students will gain will build up their skills to a level allowing them to plan and deliver sports sessions.
The Three Dimensional Design course provides students with experiences that explore a range of three dimensional media, processes and techniques. They will study, and respond to, work that has been produced using traditional and new media; developing their knowledge and understanding of the properties of materials and how they can be utilized in the formation of sculptures, artefacts, products or architectural forms.
The students will produce work that gives them the opportunity to work on different scales, with different technologies and within different genres and, as they progress through the course, they will be given greater freedom to interpret design briefs in directions that suit and interest them most.
The first year of the course is aimed at developing a range of analytical, conceptual and making skills in preparation for the assessed units, which are undertaken in the second year. They will address projects that develop further knowledge and understanding of materials, processes and techniques.
The first formal unit of the second year is called the ‘Personal Investigation’, which provides students with the opportunity to devise and organise a personal project, focusing on whichever concepts, styles and techniques they see fit. The second unit is set by the Exam Board and requires the student to respond to one of seven broad starting briefs, and will culminate in 15 hours of supervised time.
Both units are assessed internally, and moderated by the Exam Board (AQA).
The first unit is worth 60% of the marks at A level and the second unit is worth 40%.
Students will be expected to demonstrate knowledge, understanding and skills in all of the following:
• Appreciation of solid, void, form, shape, texture, colour, decoration, surface treatment, scale, proportion, structure, rhythm and movement
• Awareness of intended audience or purpose for their chosen area(s) of three dimensional design
• Awareness of the relationship between three dimensional design and urban, rural or other settings
• Appreciation of the relationship of form and function and, where applicable, the ability to respond to a concept, work to a brief, theme or topic, or answer a need in the chosen area(s) of three dimensional design
• The safe use of a variety of appropriate tools and equipment
• Understanding of working methods, such as model-making, constructing and assembling.
Why study Three Dimensional Design?
Design is a crucial product of our curiosity, experimentalism and needs. We are surrounded by artefacts that have been designed and made and it is impossible to imagine functioning as we do without such items. Whether it is sculpture, product design, architecture or interior design, understanding materials, processes, form, function and aesthetics is fundamental to every aspect of the culture that we create.
The process of devising, developing and making objects and artefacts is both challenging and rewarding. From the selection of materials and the experimentation with processes and technologies to the refinement and production of final objects the skills required in problem solving, analysing and making are wide-ranging, demanding and extremely transferable in an age when our relationship with products, structures and materials and our environment is as important as it has ever been.
Students who study Three Dimensional Design will typically progress to careers in areas such as: engineering product design, architecture, environmental design, sculpture, 3D modelling & visualization and film & Set design. Of course, many students will take this A level subject who go on to study less directly related subjects but where many of the skills are applicable and useful – some applicants for medicine and dentistry have fed back to us that these courses value the visual and motor skills that our Three Dimensional Graphics provides.
The first Year of the course will include trips to relevant exhibitions and workshops and manufacturing environments in order to support students in their contextual knowledge and understanding. There will also be a live project with a local company.
CW8 1LU01606 539039
CW8 3AU01606 539039
CW8 1LU01606 539039
CW8 3AU01606 539039